New Perspectives in Science Education

This paper analyses main characteristics of the "Learner-centred" teaching among which the most important are „Interactive style of teaching“, “Get to know students well“, „Making the course content relevant to students’ future careers“, „Students active participation in the class“ “A shift of some level of responsibility to students” and „Faculty availability to students“. It will present results of empirical research conducted on the three generations of students enrolled in Corporate Risk Management, which is taught as an elective course at the EPAS accredited international bachelor programme. Academia is at the emerging era of “classrooms without walls” what shifts academic paradigm from “Teacher-centred” to “Learner-centred” pedagogy. Hence, faculty should find new and creative ways to engage students in the process of learning with the focus on Intended Learning Outcomes (ILO’s). It is not intended to diminish the importance of teachers’ instructions and expertise as a part of classroom experience. Instead, instructions are broadened to include other teaching methods and activities that will result in planned learning outcomes.

Surveys were conducted at the end of semester for three consecutive academic years. Students had different background regarding their specialization, while majority of them (78%) were exchange students coming from 14 different countries. Both domestic and international students have never experienced the “learner-centred” approach. Results of surveys have shown that majority of students (86%) have shown satisfaction with "learner-centred" approach offered at the course and claim to prefer this experience over traditional “teacher-centred”. According to student’s opinion, the course is dynamic, interactive, interesting, motivating. Students liked “the model” of the course and discussion system that highly promotes learning, as well as professor’s posture towards it. They expressed their gratitude as they acquired, apart from knowledge related to the risk management discipline, many other skills and competences which developed their personalities.  

Interestingly, some students have resisted to the “Learner-centred” approach. Students complained about the quantity of pre-reading materials, about the time they needed to spend in preparing for every class, some of them were shy and experienced difficulties in presenting and discussing with others. On the basis of the survey results, as well as the literature survey, pros and cons of the “Learner-centred” pedagogy is further analysed in this paper.